Keys to Successful Districtwide Differentiation: Training, Time, Practice, and Sharing

Differentiated instruction allows each student to learn at the depth, complexity, and pace that is most beneficial to him. Differentiating curriculum and instruction is a rich and effective strategy to use when providing the needs of gifted and talented students--especially when those students spend...

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Bibliographic Details
Published inUnderstanding our gifted Vol. 17; no. 1; pp. 17 - 19
Main Author Coil, Carolyn
Format Journal Article
LanguageEnglish
Published Open Space Communications LLC 2004
Subjects
Academically Gifted
Change Strategies
Cultural Context
Educational Practices
Educational Strategies
Guidelines
Individualized Education Programs
Individualized Instruction
Knowledge Management
Parent Participation
Professional Development
Time Perspective
Training Methods
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Summary:Differentiated instruction allows each student to learn at the depth, complexity, and pace that is most beneficial to him. Differentiating curriculum and instruction is a rich and effective strategy to use when providing the needs of gifted and talented students--especially when those students spend most of their time in regular classrooms. A first step is to help teachers who have had little or no training in gifted education understand that these students do have special and unique needs. The next step is to show teachers practical and doable ways to meet these needs when they also must focus on the needs of many other students in their classrooms. This challenge is one that can be met by using the strategies inherent in differentiation. While one workshop about meeting the needs of gifted students or differentiation for all may spark the initial interest of a few teacher-leaders, this at best is merely the spark to get the fire going. Long-term results take time, effort, planning, practice, ongoing teacher training, and a wealth of practical strategies that teachers can implement effectively. These are the elements that turn the concept of differentiation into a reality. This article presents general guidelines that are helpful in developing and implementing teacher training and professional development, as well as recommendations from the National Association for Gifted Children for the professional development of teachers of gifted children.
ISSN:1040-1350